本研究首就目前全球最大社群網站Facebook其學術研究與媒體關注焦點做一文獻分析;其次,針對臺灣地區國小學童使用臉書之現況進行調查研究。以方便抽樣方式,挑選屏東、高雄、臺南及彰化四縣3-6年級國小學童進行抽樣調查,以描述統計及次數分配方式進行資料分析。資料分析結果發現,學童喜好臉書中具娛樂、休閒及交友功能的遊戲內容,且其使用行為受同儕影響;偷竊他人遊戲中的財物是學童在臉書中最常進行的活動;近半數使用過臉書之學童中有高達近2/3選擇謊報年齡註冊以取得臉書帳號;學校及教師確有忽略網路平臺使用正當性的現象。根據研究發現,參酌兒童發展理論,提出資訊素養教育、網站分級之具體建議。
The purpose of the study is two-fold. First, the academic and media focus of the world's largest social networking-Facebook is summarized. Second, the user behavior of elementary students with regard to Facebook in Taiwan is examined. A total of 447 students aged 8-12 years responded to a questionnaire via convenience sampling. Main results from the survey study included: (1) Entertainment, leisure, and making friends are the main motivators for using Facebook; (2) Peers have a high influence on elementary school students' adoption and use of Facebook; (3) Stealing is one of the usual behaviors while playing games on Facebook; (4) Nearly 2/3 of the surveyed subjects lie about their age so as to be become a member of Facebook; (5) School administrators and teachers ignore the statements listed on the web. In light of child development, suggestions for information literacy instruction and website rating are provided. The purpose of the study is two-fold. First, the academic and media focus of the world's largest social networking-Facebook is summarized. Second, the user behavior of elementary students with regard to Facebook in Taiwan is examined. A total of 447 students aged 8-12 years responded to a questionnaire via convenience sampling. Main results from the survey study included: (1) Entertainment, leisure, and making friends are the main motivators for using Facebook; (2) Peers have a high influence on elementary school students' adoption and use of Facebook; (3) Stealing is one of the usual behaviors while playing games on Facebook; (4) Nearly 2/3 of the surveyed subjects lie about their age so as to be become a member of Facebook; (5) School administrators and teachers ignore the statements listed on the web. In light of child development, suggestions for information literacy instruction and website rating are provided.